Module 3In this module, you will continue to explore specific hi.docx

Module 3
In this module, you will continue to explore specific high-
incidence exceptionalities, including those related to behavior,
emotions, communication, intellect, and autism spectrum
disorders.
Complete the following readings early in the module:
· Human exceptionality: School, community, and family (10th
ed.), read the following chapters:
· Emotional/behavioral disorders
· Communication disorders
· Intellectual and developmental disabilities
· Autism spectrum disorders
· Handel, A. (Producer), & Puchniak, T. (Director). (2001). Is
love enough? [Documentary]. United States: Filmakers Library.
Retrieved from
http://flon.alexanderstreet.com.libproxy.edmc.edu/view/164131
6/play/true/
· Ravindran, N., & Myers, B. J. (2012). Cultural influences on
perceptions of health, illness, and disability: A review and
focus on autism. Journal of Child & Family Studies, 21(2), 311–
319. doi: 10.1007/s10826-011-9477-9. (EBSCO AN: 73325870)
http://libproxy.edmc.edu/login?url=http://search.ebscohost.com/
login.aspx?direct=true&db=pbh&AN=73325870&site=ehost-live
As our focus for this module is the specific dynamics between
peer groups and the development of children, pay special
attention to the assigned readings that deal with the topics listed
below. You can even use the search feature in your digital
textbook to help pinpoint specific text sections to review.
Keywords to search in your digital textbook and journal
articles: strength-based assessment, behavior intervention plan,
oppositional defiant disorder, conduct disorder, social
maladjustment, adaptive behavior, chromosomal abnormalities,
metabolic disorder expressive language, receptive language,
Asperger syndrome or Asperger disorder, and stereotypic

behavior.
Module 3 learning resources
Use Module 3 learning resources provided on the pages that
follow to enhance your understanding of high-incidence
disabilities. Take a moment to check out some of these featured
learning resources:
· Exceptional Children: This self-assessment activity presents a
scenario of Serafina, an exceptional child, and provides you the
opportunity of identifying the exceptionalities presented and
suggesting an intervention.
· Ethical Considerations: This self-assessment activity presents
a scenario of Andrea, an exceptional child, and provides you the
opportunity of identifying the ethical considerations that should
be taken in this case.
Module Topics:
· High-Incidence Disabilities
· Emotional Disorders
· Behavioral Disorders
· Communication Disorders
· Intellectual Disorders
· Autism Spectrum Disorders
Learning outcomes:
· Describe and discuss the continuum of exceptional
development, including identification of exceptionalities and
individual strengths.
· Apply current, peer-reviewed research on environmental,
biological, and cognitive influences on development to design
systemic support and/or intervention plans for home, school,
and transition for children with exceptionalities.
· Evaluate cultural, ethical, and legal considerations in
identification and intervention and/or support of children with
exceptionalities.
· Analyze historical and contemporary legal and political trends
in treatment and education of children with exceptionalities.
Module 3 Overview
This module provides you with an understanding of other high-

incidence exceptionalities, including those related to emotions,
behaviors, communication, intellect, and autism spectrum
disorders. You will learn about their prevalence, characteristics,
known causes, evaluation, prognosis, and intervention using
current research. As you learn about various exceptionalities,
you will gain an understanding of how legal and ethical
standards apply to evaluation and intervention.
In the assignments for this module, you will analyze the case of
thirteen-year-old Anne Marie. You will discuss whether her
problems are typical or atypical, and how you would go about
gathering information to conduct a multifaceted assessment and
design an intervention. You will also complete your first LASA
in which you will analyze the historical, legal, and ethical
issues in a documentary video, and prepare a report presenting
arguments for and against parents with intellectual disabilities
raising children.
Exceptional Children
The case of Serafina
Serafina is a fifth grade student. Serafina struggles socially due
to a disability with which she has been diagnosed since she was
four years old. Serafina absolutely loves animals and learns
about them in exceptional detail.
She can name each animal’s genus and species, what it eats, its
habitat, and its natural predators. As this tends to be her main
focus, other girls have trouble relating to Serafina and tend to
avoid her.
Serafina receives special education services to help with social
skills, writing, and reading. She draws detailed, realistic
pictures of animals and their habitats. If allowed, Serafina
would spend her whole day researching animals on the Internet.
She tends to gravitate more toward children who are younger
than she is and enjoys doing jobs for teachers.
Q1. What exceptionalities and individual strengths does
Serafina have?
Serafina is a child with Autism Spectrum disorder,
characterized by challenges with social skills, restricted area of

interest, and challenges in befriending children her own age.
Although her area of interest is restricted, Serafina has an
obvious love of science and enjoys doing jobs for teachers and
being around younger children. Serafina’s memory for details
about various animals is impressive, and it seems that she is a
gifted artist.
Q2. What interventions would be appropriate for Serafina?
All of Serafina’s strengths can be utilized to work with her. She
could be asked to present information about certain animals to
children in kindergarten or first grade, and she could use her art
skills to design posters for teachers or school clubs. Utilizing
her artistic abilities might help her communicate with other
students as she designs poster, t-shirts, or other items for the
school.
Emotional Disorders
Consider the following example of Sam, a twelve-year old boy.
Sam has always faced difficulty controlling his temper at home
and school, and his teachers are concerned about him. He has a
very difficult time accepting criticism and frequently lashes out
at peers and teachers. Although he has one close friend, Sam
finds it difficult to maintain relationships. He seems angry,
although he often cannot explain why. Sam is often remorseful
of his behavior but is not sure how to control it.
Sam’s description shows how complex childhood emotional
disorders can be. Sam’s symptoms are not typical of what we
picture adult depression to be, but his difficulty with
relationships, irritability, and lashing out without knowing why
could be indicative of depression. Sometimes, such behaviors
can lead to the child being viewed as one who does not know
how to behave, but if properly evaluated and treated, children
like Sam will not continue to suffer.
Emotional and behavioral disorders in children include, but are
not limited to, depression, anxiety, schizophrenia, eating
disorders, oppositional defiant disorder (ODD), and conduct
disorder (CD). Additionally, children often receive comorbid, or
co-occurring, diagnoses.

Assessment typically includes referring to a detailed
developmental and medical history, observation over several
days, in several locations, and at different times of the day.
Assessment also includes evaluation of cognitive functioning
and achievement; interviews of parents, teachers, and other
professionals working with the child; and behavior checklists
completed by parents and teachers. Assessment batteries vary
by clinician and presenting problems, but as you can see from
this list (which is not exhaustive), they are typically
multifaceted and collaborative.
Until the 1970s, childhood depression was not recognized by
American psychiatry as a clinical diagnosis, despite the heated
debate in the 1960s. Since the 1950s, depression related to
medical problems had begun being noted in children. Today, we
know that children can indeed suffer from depressive disorders,
anxiety, and even bipolar disorder. However, their symptoms
might differ slightly from adults. For example, in children,
depression often manifests as irritability, sleep disturbance, and
behavioral problems (Cytryn, 2003).
In federal law, the Individuals with Disabilities Education Act
(IDEA) category that subsumes emotional disorders such as
depression and anxiety is emotional disturbance (ED). Eating
disorders and psychotic disorders also fall under this category.
IDEA does not have a separate category for behavioral
disorders.
Although children with behavioral disorders can and do receive
special-education services, one caveat in the law complicates
this. This caveat states that children who are socially
maladjusted cannot qualify under ED unless they also have an
ED.
This condition can be very confusing. Some interpret it to mean
that children diagnosed with ODD or CD should be excluded.
Others assume that those with ED do not make conscious
decisions about their actions or understand consequences, while
those with social maladjustment do. Olympia et al. (2004) argue
that the issue is much more complex and that careful assessment

should be conducted to determine the impact of a child’s
symptoms on his or her education.
Food for Thought
Think about the ethical dilemma involved in deciding whether a
child should be excluded from special education due to social
maladjustment.
Cytryn, L. (2003). Recognition of childhood depression:
Personal reminiscences. Journal of Affective Disorders, 77(1),
1–9.
Olympia, D., Farley, M., Christiansen, E., Pettersson, H.,
Jenson, W., & Clark, E. (2004). Social maladjustment and
students with behavioral and emotional disorders: Revisiting
basic assumptions and assessment issues. Psychology in the
Schools, 41(8), 835–847.
Emotional Disturbance: U.S, Department of Education (2012).
IDEA sec 300.8 Child with a disability. Retrieved from:
http://idea.ed.gov/explore/view/p/%2Croot%2Cregs%2C300%2
CA%2C300%252E8%2Cc%2C4%2C
Treatment of Emotional and Behavioral Disorders
Similar to ADHD, emotional and behavioral disorders (EBD)
require a multifaceted approach and are carefully evaluated. The
treatment of EBD can include one or more of the following:
Academics
As noted previously, academics are important because many
children with EBD exhibit learning difficulties. If academic
interventions are not included in the treatment, progress might
be limited.
Medicine
Depending on the type of emotional or behavioral problem,
medication might be considered. These include stimulants,
antidepressants, anxiolytics, or antipsychotics. Physicians need
to work with parents to carefully weigh the risks of potential
side effects, which can include weight gain, fatigue, and sleep
problems.
Behavioral Support
Positive behavioral support (PBS) is a popular treatment option

and is included in IDEA. This method builds on principles in
psychology and introduces positive classroom and school-wide
interventions that replace punitive interventions.
This method prevents problem behaviors by creating consistent,
explicit expectations and consequences (positive and negative)
in a culturally sensitive manner. Interventions are practical and
aimed at keeping children in the classroom. For example, if a
problem behavior includes talking out in class, an acceptable
alternative is introduced. This intervention is based on
developmental and behavioral theory, and involves ongoing data
collection to assess its effectiveness and alter the intervention
as necessary (Sugai et al., 2000).
Sugai, G., Horner, R. H., Dunlap, G., Hieneman, M., Lewis, T.
J., Nelson, M., . . . & Ruef, M. (2000). Applying positive
behavior support and functional behavior assessment in schools.
Journal of Positive Behavior Interventions, 2(3), 131–143.
Communication Disorders
When you learn about a child receiving speech therapy,
stuttering is the first thing that comes to mind. However, there
is much more to communication than fluency in a language.
Pragmatics (social language), receptive language
(comprehension of language), expressive language (how one
gets the message), and articulation (sounds) are all part of
communication. Just as learning, emotional, and behavioral
disorders are frequently comorbid, communication disorders
often coexist with other exceptionalities.
A fourteen-year longitudinal study compared children with
language or speech impairment to nonimpaired children. The
study followed a cohort of children from the age of five years to
nineteen years. When they were evaluated at the age of
nineteen, it was found that children with early language
impairment were more likely to be diagnosed with an anxiety
disorder, specifically social phobia. Additionally, there was a
higher rate of antisocial personality disorder (Beitchman et al.,
2001).
It is sometimes difficult to determine when intervention is

warranted and when difficulties are typical of development.
Considering the possibility of these difficulties turning into
lasting or additional problems, erring on the side of early
intervention may be the best practice.
Beitchman, J. H., Wilson, B., Johnson, C. J., Atkinson, L.,
Young, A., Adlaf, E., . . . & Douglas, A. (2001). Fourteen-year
follow up of speech/language impaired and control children:
Psychiatric outcomes. Journal of the American Academy of
Child & Adolescent Psychiatry, 40(1), 75–82.
Speech Therapy: Visit ASHA Web site at http://www.asha.org/
Intellectual Disabilities
Terminology regarding people with intellectual impairments has
evolved over the years. For example, the term mental
retardation has now been replaced with intellectual disability.
This reflects societal changes in what is deemed acceptable
terminology. In order to receive a diagnosis of intellectual
disability, one not only has to exhibit significantly below
average cognitive ability, but also function well below average
on adaptive skills.
Typically, cognitive ability is determined by a formal
intelligence test. Adaptive behavior is often determined by
interviews, observations, and behavioral checklists conducted
with teachers and parents to determine the extent to which one
can manage self-care and navigation of the community.
An intellectual disability must be present before the age of
eighteen to be diagnosed as a disability. Therefore, if an
individual experiences a significant decline in mental
functioning due to a terminal illness or injury, he or she will not
be diagnosed with intellectual disability.
Notice that the expression “extent to which one is able” has
been used purposefully. It is important to not only determine
deficits but also to focus the assessment needs on a child’s
strengths to build upon them.
Intellectual Disability: Visit AAIDD Web site at
http://www.aaidd.org/
There are many causes of intellectual disabilities, including

genetic disorders, injury, infection, prematurity, metabolic
problems, and teratogens (such as parental drug use). Academic,
functional, and familial interventions are critical for
maximizing every child’s full potential.
Consider the following example:
Connor was diagnosed with hydrocephaly (water in the brain)
and Down syndrome at birth. He received early childhood
intervention (ECI) services. He was also referred to his local
public school for an evaluation just before he turned three so he
could be evaluated for public preschool for children with
disabilities (PPCD).
The assessment team consisted of a school psychologist,
physical therapist, occupational therapist, and speech-language
therapist. As the multidisciplinary team members began
evaluating Connor, they were surprised that he did not seem
able to perform basic tasks, such as drinking from a cup without
spilling or turning on a faucet to wash his hands.
The team interviewed Connor’s mother and learned that since
she did not feel he was capable of learning basic skills, she did
not teach him. She knew he would spill a cup and so she would
not let him use one without a lid. Although a speech-language
therapist and occupational therapist visited their home for
sessions, she chose not to carry out their suggestions beyond the
sessions. It was apparent that Connor’s mother loved him; she
just seemed hopeless about his future.
As Connor begins PPCD, it is imperative that the family
participates in his therapeutic process. Teaching the family how
to work with Connor and help him function as independently as
appropriate will reinforce the lessons he is learning at school,
while helping him work toward a promising future.
The ARC is an organization that was begun with the
commitment to deinstitutionalize people with intellectual
disabilities an draise them to their full potential. It advocates
education and work opportunities for people with intellectual
disabilities. The Arc (2012).
http://www.thearc.org/page.aspx?pid=2530

Pervasive Developmental Disabilities
Much has been done to raise awareness about pervasive
developmental disabilities (PDDs) in recent years. Previously,
the DSM separated disabilities on this spectrum into the
following:
· Autistic disorder
· Asperger syndrome (or Asperger disorder)
· Rett’s disorder
· Childhood disintegrative disorder
· Pervasive developmental disorder, not otherwise specified
(PDD-NOS)
However, with the most recent edition of the DSM, these
disorders are now grouped into one disorder called Autism
Spectrum Disorder (ASD). For a child to be diagnosed with
ASD there must be a significant and pervasive impairment in
the areas of reciprocal social interaction and communication or
stereotyped behavior. Stereotyped behavior might include the
following:
· Unusual interest in something others would not find
interesting, such as vacuum cleaner models or garbage truck
routes
· Repetitive movements, such as lining up toys but not actually
playing with them imaginatively, or flicking one’s fingers in
front of his or her eyes
Symptoms can range from relatively mild disruptions, such as
unusual voice quality and difficulty engaging in give-and-take
conversations, to rocking, self-harm, and lack of speech.
Rett’s Disorder
In children with Rett’s disorder, development appears to start
normally. However, between five and forty-eight months, there
is a loss of motor skills and decreased head growth. Children
often engage in stereotyped hand wringing and most often have
severe intellectual disabilities, as well.
Childhood Disintegrative Disorder
In childhood disintegrative disorder, development progresses
normally for the first two years, after which the child starts

losing acquired skills in any two of the following areas of
development: communication, social skills, adaptive behavior,
play, or motor skills. Often, children who have been toilet-
trained regress in that skill. There also tends to be significant
intellectual impairment.
Autism: The Autism Speaks Web site provides information on
autism and sources for advocacy and family support. Visit the
website at: Autism Speaks (2012).
http://www.autismspeaks.org/
Autism Spectrum Disorders (ASD)
Professionals working with children who have an ASD
frequently say, “When you have seen one child with autism, you
have seen one child with autism.” This is because even when
two people have the same diagnosis, they are still very different
individuals.
As you may have learned in a previous course on child
development, babies are interactive and social very early. Early
signs of ASD often include limited eye contact and lack of joint
attention. Joint attention occurs when a person looks at an
object and then back at the child, after which, the child follows
the person’s gaze to share in looking at that object.
Additionally, children with ASD have difficulty with the theory
of mind. Simply put, this means that the child has a hard time
taking someone else’s perspective.
About twenty-five percent of children with autistic disorder
experience seizures and approximately seventy-five percent
have an intellectual disability (Volkmar & Pauls, 2003).
Cause
We do not yet know exactly what causes ASD, but we do know
that there is likely a genetic component. Although great fears
have been raised about vaccinations causing ASD, many studies
have debunked that theory, and the original study asserting
evidence of this link has since been retracted and found to be
fraudulent. In February 2010, the original study was retracted
from the journal that had published it (The Editors of the
Lancet, 2010).

We do know that there is a combination of factors contributing
to the different manifestations of ASD. So far, although
treatment can help children make significant progress, there is
no definite cure.
Treatment
As with exceptionalities discussed previously, interventions are
multifaceted and include behavioral and academic interventions,
and in some cases, medication. Because of a propensity toward
structure and relative strengths in nonverbal ability, children
with ASD tend to benefit from schedules and routines that are in
written or pictorial form.
The Editors of The Lancet. (2010). Retraction—Illeal-lymphoid-
nodular hyperplasia, non-specific colitis, and pervasive
developmental disorder in children. Lancet, 375(9713), 445.
Volkmar, F. R., & Pauls, D. (2003). Autism. Lancet, 362(9390),
1133–1141.
Overrepresentation
It is important to discuss overrepresentation, or
disproportionality, as you learn about high-incidence
exceptionalities.
Theoretically, there should be similar proportions of racial
groups categorized in the IDEA eligibility categories that
encompass high-incidence exceptionalities. Sullivan and Artiles
(2011) analyzed this issue and stated that disproportionality has
persisted in legal and social science literature for at least sixty
years.
The study found that African American children are more likely
to be identified in the categories of mental retardation
(intellectual disabilities) and emotional disturbance than white
children. Native Americans are overrepresented in the category
of learning disabilities. Conversely, Hispanic and Asian
American or Pacific Islander children tend to be
underrepresented in all categories of high-incidence
exceptionalities (Sullivan & Artiles, 2011).
The Larry P. v. Riles (1979) decision resulted in a moratorium
on intelligence testing of African American children in

California because of culturally biased standardization. Test
biases resulted in disproportionate numbers of African
American children being identified as having mental
retardation. In the late 1980s, this order was reversed as African
American parents felt that the assessment would help specify
required services and it was discriminatory to ban the testing
for one group. The best practice for any child is to use a
multifaceted assessment, rather than relying on one tool.
Sullivan and Artiles (2011) point out that disproportionality is a
complex issue that needs to be analyzed by more than simply
comparing local numbers to state or national numbers. Some
factors that might contribute to disproportionality include the
number of minorities in the school, teacher ethnicity, and school
size.
The issue of disproportionality in identification of minority
students for special-education services reminds us of the
important considerations of cultural and linguistic diversity in
evaluation and identification of children with exceptionalities.
Larry P. v. Riles, 495 F.Supp. 926, 987 (N.D.Cal.1979).
Sullivan, A. L., & Artiles, A. J. (2011). Theorizing racial
inequity in special education: Applying structural inequity
theory to disproportionality. Urban Education, 46(6), 1526–
1552.
Ethical Considerations
Professionals often must weigh ethical obligations when
determining the best course of action to help a child.
Andrea’s case
Terrance is a school psychologist. He is asked to conduct an
evaluation to determine whether Andrea, a first grader, meets
criteria for special education services.
Andrea is constantly in trouble. She takes things from other
children without asking, talks back to the teacher, and requires
more supervision than the other children require. However,
Andrea is performing academically as expected for first grade
and has a few friends with whom she plays at recess.
Andrea’s teacher has told Terrance that he must recommend that

Andrea qualify for special education so that she can implement
a behavior intervention plan to send Andrea to a resource
classroom for at least some portion of the day. Terrance is torn.
His evaluation indicates that Andrea has an unstable home life,
but no evidence of a true disability. However, he has seen
Andrea’s obstinate behavior first-hand and understands the
teachers frustration
Q1. What ethical considerations should be taken in Andrea’s
case?
Terrance is torn because he does not feel in his professional
opinion that Andrea has a disability requiring special education
services, but he does understand that she needs assistance. One
aspect of Terrance’s professional code of conduct includes
avoiding harm to clients, which could occur if he were to
identify Andrea with a disability contrary to his assessment
results. Additionally, legal requirements must be met, including
an identified disability and a documented need for
individualized instruction.
Although Andrea has some behaviors requiring concern, these
can be addressed without special education services. Giving the
teacher a break is not a compelling reason to qualify a child for
special education services.
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LASA 1: Analysis of Historical, Legal, and Ethical Issues 1
LASA 1: Analysis of Historical, Legal, and Ethical Issues 4
Analysis of Historical, Legal, and Ethical Issues
Name
University
PSY309-R02 Psychology of Exceptional Children
Professor
March 16, 2015
Assignment 2: LASA 1—Analysis of Historical, Legal, and
Ethical Issues
As someone knowledgeable about research on children with
exceptionalities, you have been given the task of presenting a
report to the court on your arguments for and against people
with intellectual disabilities raising children.
Do the following:
· Launch the online library (under Academic Resources).

· Select Find Videos.
· Select Filmakers Library Online.
· In the search box, type “is love enough” and click Go.
· The first result should be Is Love Enough? directed by Tom
Puchniak. Review this video.
Analyze the historical, legal, and ethical issues in the video.
Make sure you include the following in your analysis (in an
order that flows well in your paper):
· Compare the historical trends related to people with
disabilities. How would outcomes be different fifty years ago
for the people in the movie?
· Compare the differences from about ten years ago when the
movie was produced to today.
· Explain how far we have come and what still needs to be
addressed (such as terminology, acceptance, and support).
· Explain how laws such as the Americans with Disabilities Act
(ADA) and the IDEA influence these decisions.
· Identify the ethical principles that might apply to the
situation. Consider the professional ethics codes, including the
following:
· American Psychological Association. (2010). Ethical
principles of psychologists and code of conduct. Retrieved from
http://www.apa.org/ethics/code/index.aspx
· American Counseling Association. (2005). ACA code of
ethics. Alexandria, VA: Author. Retrieved from
http://www.counseling.org/knowledge-center/ethics
· Synthesize your research and create two arguments: one for
and one against parents with intellectual disabilities raising
children. Consider the perspectives of the parents as well as the
children. Use evidence and examples from research, utilizing
your assigned readings, and at least two peer-reviewed articles
on this topic to support your argument.
· Given what you learned in the video, your assigned readings,
and research you found, recommend supports or interventions
for the following:
· The family

· Within the community for the family and child
· The school
· Although this video focused on those with intellectual
disabilities, generalize the issues to other exceptionalities.
· Conclude your paper with a review of current thinking for and
against people with exceptionalities raising children, based on
the sources used.
Write a 7–9-page paper (not counting the title page, abstract, or
reference page) in Word format. Apply APA standards to
citation of sources. Be sure to include a title page, abstract, and
reference page also in APA format. Use the following file
naming convention: LastnameFirstInitial_M3_A2.doc.
By Wednesday, March 16, 2016, deliver your assignment to the
M3: Assignment 2 Dropbox.
Handel, A. (Producer), & Puchniak, T. (Director). (2001). Is
love enough? [Documentary]. United States: Filmakers Library.
Assignment 2 Grading Criteria
Maximum Points
Compare historical trends related to people with disabilities,
describing how far we have come, and what issues need to be
addressed (such as terminology, acceptance, and support).
20
Describe how laws such as the ADA and the IDEA influence
these decisions related to people with intellectual disabilities
raising children.
20
Identify which ethical principles apply to the debate
surrounding people with intellectual disabilities raising
children.
20
Synthesize research from readings and at least two peer-
reviewed research articles to develop arguments for and against
parents with intellectual disabilities raising children,
considering the perspectives of the parents as well as the
children.
24

Describe supports or interventions recommended for:
· The family
· Within the community
· The school
28
Discuss the ability to generalize this debate to other
exceptionalities.
24
Review current thinking for and against people with
exceptionalities raising children, based on the sources utilized.
20
Writing Standards
Organization (12)
Usage and mechanics (12)
APA elements (16)
Style (4)
44
Total:
200
References:
Argosy Online (2015). Argosy University Module 3. Retrieved
from: http://myclassroomonline.com
Hardman, Michael. (01/2013). Human Exceptionality: School,
Community, and Family. [VitalSource Bookshelf Online].
Retrieved from
https://digitalbookshelf.argosy.edu/#/books/9781285594972/

Ravindran, N., & Myers, B. J. (2012). Cultural influences on
perceptions of health, illness, and disability: A review and
focus on autism. Journal of Child & Family Studies, 21(2), 311–
319. doi:10.1007/s10826-011-9477-9 (EBSCO AN: 73325870)
http://libproxy.edmc.edu/login?url=http://search.ebscohost.com/
login.aspx?direct=true&db=pbh&AN=73325870&site=ehost-live

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